The effects of using an English based reading strategy in science to help second language learners acquire science content knowledge

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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorMcDonnell, William Ryanen
dc.date.accessioned2022-07-08T17:57:17Z
dc.date.available2022-07-08T17:57:17Z
dc.date.issued2021en
dc.description.abstractThis research was designed to investigate how using an English based reading program in science helps second language learners (native Arabic in particular) acquire scientific content knowledge. Students were taught science content in English using informational texts and a chapter book pertaining to the unit being studied to aid in literacy and language development. They were tested in content vocabulary, general inquiry vocabulary, content writing, writing clarity, writing argument, and writing with the use of science vocabulary.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/16501en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.rights.holderCopyright 2021 by William Ryan McDonnellen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshContent area readingen
dc.subject.lcshEnglish language--Study and teachingen
dc.subject.lcshVocabularyen
dc.titleThe effects of using an English based reading strategy in science to help second language learners acquire science content knowledgeen
dc.typeProfessional Paperen
mus.data.thumbpage23en
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Joe Bradshawen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage50en

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